Cathy Burdette
Monday, October
12, 2009
There are no lessons scheduled on
this date.
Tuesday,
October 13, 2009
What Time Is It? Review
Summary
Classroom Routine
2.5 What Time Is It? Review With the wall clock covered, ask students to draw a
clock face, including as many parts of the clock as they can. Do not discuss
parts of the clock beforehand as this activity can provide a quick assessment
of how students are making sense of the overall structure of the clock.
Students will brainstorm parts of the clock and make another drawing the next
time they complete What Time Is It? in Session 2.7.
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Determining the number of minutes in hours, half
hours, and quarter hours - Counting by 5s
Vocabulary
Materials
- Student
clocks (1 per pair) - Demonstration clock - Paper and pencil
Professional Development
Cover Up
Wednesday, October 14, 2009
Summary
Session 2.5
Cover Up As part of Math Workshop, students play Cover Up, a game about how
much has been taken away from a given amount. The Math Workshop focuses on a
variety of addition and subtraction situations. To end the session, the class
works together to generate story problems for given equations.
Math Focus Points
- Solving
problems with an unknown change - Using standard notation (+, -, =) to
represent a variety of addition and subtraction situations - Developing strategies
for solving a variety of addition and subtraction story problems with totals up
to 45 and recording work - Telling stories to match given equations
Vocabulary
Materials
- T32, Cover
Up Recording Sheet - M18, Cover Up: Make copies. (as needed; optional) - M19,
Cover Up Recording Sheet: Make copies for use in Sessions 2.5-2.7. (1-3 per
pair, as needed) - Counters (1 set per pair) - Connecting cubes (as needed)
Professional Development
Today's Number: 35 Using 3 Addends
Summary
Classroom Routine
2.6 Today's Number: 35 Using 3 Addends As a class, students generate
expressions for the number 35 using three addends. Record the expressions on a
class chart, and ask students to discuss the strategies they used to generate
expressions. For example, students might begin with 10 + 20 + 5 and then adjust
the numbers slightly to form a new expression, 9 + 21 + 5.
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10
Vocabulary
Materials
- No
materials needed
Professional Development
Thursday,
October 15, 2009
Assessment: Story Problems
Summary
Session 2.7
Assessment: Story Problems The class tells stories to match given expressions.
Math Workshop continues. The session ends with each student solving two story
problems as an assessment.
Math Focus Points
- Telling
stories to match given equations - Solving problems with an unknown change -
Using standard notation (+, -, =) to represent a variety of addition and
subtraction situations - Developing strategies for solving a variety of
addition and subtraction story problems with totals up to 45 and recording work
Vocabulary
Materials
- M20,
Assessment: Story Problems Make copies. (1 per student) - M21, 100 Chart: Make
copies. (1 per student, or as needed) - Materials for Cover Up: See Session
2.5. - Connecting cubes (as needed)
Professional Development
Read Ahead
of Time - Teacher Note: Assessment: Story Problems, p. 218
What Time Is It? Review
Summary
Classroom
Routine 2.7 What Time Is It? Review After looking at their clocks, the class brainstorms
all the parts of a clock. List these on the board. Students then make another
drawing of the clock face, this time including all the parts listed on the
board. Consider having students compare this drawing with the clock face they
drew in Session 2.5, noting what parts they left out. It is not necessary for
them to correct or add to their first drawing.
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Determining the number of minutes in hours, half
hours, and quarter hours - Counting by 5s
Vocabulary
Materials
- Student
clocks (1 per pair) - Demonstration clock - Paper and pencil
Professional Development
Friday, October
16, 2009
Partners and Teams
Summary
Session 3.1
Partners and Teams Students use the context of partners and teams to
investigate numbers that can and cannot be made into groups of 2 and two equal
groups. The session ends with a discussion about even and odd numbers.
Math Focus Points
-
Investigating numbers that can and cannot be made into groups of two or two
equal groups - Understanding that any number that can be divided into groups of
two can also be divided into two equal groups (and vice versa) - Characterizing
even and odd numbers as those that do or do not make groups of two (partners)
and two equal groups (teams)
Vocabulary
- equal
groups - even - odd
Materials
- T34,
Partners and Teams - M21, 100 Chart: Make copies to have available for student
use as a math tool throughout Investigation 3. (as needed) - Chart paper (as needed,
but at least 3 sheets) - Connecting cubes (about 20 per student) - Chart paper:
Draw a large table modeled on Partners and Teams (M22), but for all the numbers
from one to twenty. - Chart paper: Prepare one "Odd Numbers" and one
"Even Numbers" poster. Write at the top "Things We Think or Know
About Even Numbers" and "Things We Think or Know About Odd
Numbers." Set up two columns on each poster: one for listing students'
ideas, and the other for drawings or examples. See pages 130-131.
Professional Development
Read Ahead
of Time - Teacher Note: Defining Even and Odd, p. 223 - Dialogue Box: 90 Even
or Odd?, p. 250
How Many Pockets? Making Tens
Summary
Classroom
Routine 3.1 How Many Pockets? Making Tens Students each build a cube tower that
represents the total number of pockets they are wearing. To calculate the total
number of pockets in the class, students pair up with another person to make a
tower of ten. For example, a student with four pockets pairs with a student who
has six pockets. Ask students how they can make towers of ten with the
remaining cubes, and then calculate the total. Add this data to the Pocket Data
chart you have been keeping all year. Compare today's total with the totals for
previous days.
Math Focus Points
- Making predictions
about data - Collecting, counting, representing, discussing, interpreting, and
comparing data - Counting by groups - Counting a quantity in more than one way
- Using known combinations (i.e., combinations that make 10) to combine numbers
- Developing strategies for solving addition problems with many addends - Using
a place-value model to represent a number as 10s and 1s - Recognizing that the
first digit of a 2-digit number designates the number of groups of 10 and the
second digit designates the number of ones
Vocabulary
Materials
- Connecting
cubes
Professional Development